1. INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT Chapter 6

2. Infancy: birth to 2 years Toddlerhood: 18 months to 2 years Physical changes occur in a fixed sequence Wide variation in developmental time tables due to culture, genetics, parenting practices,values, etc.

3. NORMAL/ABNORMAL DEV As providers and parents it is important to know the difference between normal and abnormal dev because early intervention is crucial for remediation

4. CHILDPROOFING State laws define necessary precautions for child care centers and family care DSS/Community Care Licensing has this information Cultural differences in how families childproof their environments

5. EATING & TOILET TRAINING Cultural, class differences As providers, how much do we set our own agendas V cooperate with families that have different beliefs and goals

6. TASTE/SMELL/TOUCH Soothing touch are very important for secure, health emotional development

7. VISION/HEARING Long lookers V short lookers Scanning Tracking Soothing sounds

8. BRAIN ORGANIZATION & STRUCTURE Right/left hemispheres Regions are specialized Neurons: bodysynapse dendriteMyelin sheath axonneurotransmitters picture p 115

9. INFANT BRAINS Super-dense Synapses develop with environmental inputs Synapses are destroyed when emotional distress causes cortisol to flood the brain Synapses are destroyed when not used

10. MAXIMIZING BRAIN GROWTH Growth is an interaction between biology, culture, and experiences

11. PERCEPTUAL/MOTOR IMPAIRMENTS Early,multidisciplinary, family-based, intensive, culturally sensitive interventions can significantly improve motor skills among babies with disabilities

12. VISUAL PROBLEMS See p 117 for indicators Visual problems inhibit motor development, which in turn inhibits visual abilities Encourage movement through safe play areas and touch or sound stimulation effects on toys

13. HEARING PROBLEMS See page 118-119 for indicators Language delays Use Total Communication Use Assistive Devices for hearing Use acoustical adaptations in classroom Use rich visual, tactile, taste, smell cues

14. COGNITIVE TEACHING APPROACH FOR SELF-HELP Help children understand the consequences of caring for themselves EXPLAIN VERBALLY TALK ABOUT CONSEQUENCES ASK QUESTIONS REDIRECT GIVE CHOICES